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1. Nurturing Emotional Intelligence through Literature

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   This article discusses the use of literature in a language class as a way to develop emotional intelligence in children. The author suggests that literature can be motivating and can provide a low-anxiety context for children to learn English. Several response activities are suggested to develop language skills and nurture emotional intelligence. These activities include scripting, detecting feelings in text, a feeling hunt, creating a positive language dictionary, diary entries, and letters to characters.

2. Identifying Our Approaches to Language Learning Technologies: Improving Professional Development

   In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text

   This article emphasizes Warschauer's Model, explaining the three positions that researchers working in the field of language technology are concerned about: determinist or technophobe and technophile, instrumental, and critical. The article discusses the importance and application of Warschauer’s Model to professional development, offering ideas for activities and lesson plans related to each position held.

3. Ten Helpful Ideas for Teaching English to Young Learners

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   This article offers ten suggestions for teaching young learners between the age of 7 and 12 based on language-teaching principles. They include supplementing activities with visuals, realia and movement; involving students in making visuals and realia; moving from activity to activity; teaching in themes; using stories and contexts familiar to students; establishing classroom routines in English; using L1 as a resource when necessary; bringing in helpers from the community; collaborating with other teachers in your school; and communicating with other professionals.

4. Student-Centered Teaching in Large Classes with Limited Resources

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   The authors shares suggestions for instructors who teach large classes (from 50-80 students) with minimal resources. The challenges of managing the classroom, using pair and group work effectively, and working with limited resources are addressed. The authors suggests ways to take attendance quickly, to reduce written work to grade, to start and stop communicative activities, and to keep motivation high when students work at different speeds. Suggestions were tested by action research. Two classrooms are described.

5. Teacher Resources

   In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

   This section reviews four books. “Teaching English as an International Language” by Sandra McKay relates English teaching to the use of the language around the world. “Humanizing Your Coursework” by Mario Rinvolucri offers 95 activities range from icebreakers and warm-ups to listening, speaking, and looking backwards or forwards. “Testcraft” by Fred Davidson and Brian K. Lynch addresses how to design contextual tests. “Teaching Large Level Multilevel Classes” by Natalie Hess includes 144 activities and 11 principles for teachers to cope with these types of classes.

6. MA KINGS ENS EOF WORDS

   In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

   This article, "Making Sense of Words", stresses the importance of vocabulary because of its role in communicative competence. Corpus linguistics has changed the way we consider vocabulary teaching, from isolated words to language chunks and fixed expressions. It has shown us differences between spoken and written English. This article looks at what it means to know a word and the principles and techniques to develop vocabulary. The author recommends teaching vocabulary explicitly, including collocates and word parts. He encourages teachers to update their own knowledge of how to discuss and approach vocabulary.

7. Teaching Reading to Speakers of Non-Romanized Languages

   In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text

   This article offers tips for teaching reading to speakers of non-Romanized languages. The author explains how initial lessons of the text “Let’s Read: A Linguistic Approach” by Bloomfield and Barnhart can be modified to address challenges that many Asian and Middle Eastern EFL learners face. The lessons address the alphabet, linking letters to sounds, and focusing on vowels in beginning reading. Rhyming and minimal pairs build connections between symbols and phonetic values. The lessons build a foundation for future reading. Teachers of any age group may find this article useful.

8. Morning Discussion as a Communicative Activity

   In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

   This article describes freshman university students in China. They started their day with Morning Discussion, a student-hosted discussion of relevant topics. BBC and VOA reports were useful sources. The discussions offered opportunities for negotiation, clarification, and building communicative competence. As students took responsibility for the topics, classroom set up, and participation, their confidence grew. This was very successful, as shown by comments in students’ weekly diaries. Instructors stayed out of debates and did not interrupt to offer corrections.

9. CyberSchoolBus

   Format(s): Website

   The U.N. CyberSchoolbus is a free educational resource for teachers and learners. In addition to resources about U.N. countries and programs, there are also lesson plans and activities related to peace education, poverty, human rights, discrimination, the environment, and much more.

10. National Institute of Health Science Education

    Format(s): Text, Website

    The National Institute of Health Science Education page provides a link list for science education.

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